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Instrumental Language and ICT Resources

Content and Language Integrated Learning 1

RESEARCH BEST PRACTICES

INSTRUMENTAL LANGUAGE AND ICT RESOURCES

FOR

CONTENT AND INTEGRATED LANGUAGE LEARNING

An Educational Proposal by Marta Calleja Bautista

CONTENT: Music

LEVEL: Secondary

Research Best Practices CLIL and ICT Group http://www.uv.es/clil University of Valencia Copyleft, 2016 – Marta Calleja Bautista

The musical instruments

BASIC DESCRIPTORS ...... 7 UNIT DESCRIPTORS ...... 7 LESSON DESCRIPTORS ...... 10 ABSTRACT ...... 12 CONTENT ...... 13 GLOSSARY (A – Z) ...... 16 INDEX ...... 19 SELF-ASSESSMENT...... 22 DOUBLE BLIND PEER REVIEW ...... 23 FIRST REVIEWER ...... 23 SECOND REVIEWER ...... 23

BASIC DESCRIPTORS

UNIT DESCRIPTORS

Educational Level(s) 1st ESO Area(s) Music and English Unit(s) 5 The musical instruments Number of Lesson(s) 3  The instrumental families STUDENT LEARNING OUTCOMES (4CS FRAMEWORK) Content  The instrumental families.  String and wind instruments.  Percussion instruments.  The staff and musical notes.  Instrumental groups: soloist, orchestra, band, etc.

Cognition  Classify the instruments in the different families.  Identify the parts of some instruments.  Discriminate the sound of the instruments.  Enumerate instrumental groups.  Search for information in different digital resources.  Organize the information found and explain it.  Summarize information on a conceptual map.

Culture  Co-operative work and pair work.  Collaborate with classmates to achieve a goal.  Go to a concert to be able to see and hear the instruments playing together.  Take responsibility for the care of instruments and classroom material.

Communication Language for the Topic AND for Interaction CONTENT  Specific vocabulary for music: instruments, composer, OF (WHAT) musician, compositions, etc.  Instrument families: brass, percussion, strings, wind.  Instrumental groups: soloist, duet, orchestra, chamber music, band, rock band, etc.  Other vocabulary: staff, musical scale, score, harmony, rhythm, concert, etc.  Instruments: clarinet, flute, oboe, piccolo, saxophone, trombone, trumpet, drums, tambourine, etc.

META-COGNITION &  What material is the instrument made of? It’s made of… GRAMMAR SYSTEM  Description of instruments. FOR (HOW TO)  Description: it is..., it isn’t...  Comparatives: slower, faster, harder, higher, lower, bigger, smaller.  Superlatives.

 The question is...The answer is.....

COGNITION  Asking for help: Can you repeat? What’s this in Spanish? Can THROUGH (WHY) you help us please?  Ask and answer questions: Why…? What…? Because...  Compare. Comparatives: faster, slower, harder, more, less, higher, lower...  Finished.  It’s my turn. Your turn.  I agree/I don’t agree.  I don’t know.  I don’t understand.

KEY COMPETENCES (KNOWLEDGE, SKILLS AND ATTITUDES) FOR LIFELONG LEARNING (EU ACT) 01 Communication in the mother tongue 02 Communication in foreign languages 03 Mathematical competence and basic competences in science and technology 04 Digital competence 05 Learning to learn 06 Social and civic competences 07 Sense of initiative and entrepreneurship 08 Cultural awareness and expression TEACHING OBJECTIVES  To recognize instruments for musical expression, with their own sound characteristics.  To relate the instrumental families with their specific characteristics.  To recognize the musical instruments by hearing and visually.  To know the different instrumental groups  To assimilate the concept of musical note as sound of determined height.  To know the two main clefs of our musical system.  To distinguish the sonority of an instrumental wind ensemble.  To participate in an instrumental activity with an attentive and respectful attitude.

ASSESSMENT CRITERIA HETERO  Know the sound characteristics of musical instruments.  Recognize instrumental families according to their sound attributes.  Understand the contents in English and ask questions in English.

INITIAL  Active and respectful listening.

CONTINUOUS  Read the notes in treble clef.  To do exercises that integrate the basic knowledge acquired in the unit.  Identify the main concepts discussed in this unit.

FINAL  To play a simple score with the flute.  To make a conceptual map with the different families of

instruments.  Multiple choice questionaire.

SELF-ASSESSMENT  Research information in groups and summarize it.

MATERIALS PRIMARY  Audio player.  Computer.  Internet.  Musical instruments.  Blackboard with staff.

SECONDARY  Flute.  Score for flute "Song of Joy".

OTHERS RESOURCES PRIMARY Instruments pictures and sounds. SECONDARY Audios and videos. OTHERS FINAL TASK(S)  Musical performance with score playing the flute.  Making a conceptual map with the main concepts of the unit.

LESSON DESCRIPTORS

Unit 5 The musical instruments Lesson 1 The instrumental families LEARNING OUTCOMES (4CS FRAMEWORK) Content  The instrumental families.  String and wind instruments.  Percussion instruments.

Communication  Instrument families: brass, percussion, strings, wind.  Instruments: clarinet, flute, oboe, piccolo, saxophone, trombone, trumpet, drums, tambourine, etc.  What material is the instrument made of? It’s made of…  Description of instruments.  Description: it is..., it isn’t...  Comparatives: higher, lower, bigger, smaller.

Cognition  Classify the instruments in the different families.  Identify the parts of some instruments.  Discriminate the sound of the instruments.  Summarize information on a conceptual map.

Culture  Co-operative work and pair work.  Take responsibility for the care of instruments and classroom material.

INTRODUCTION We are going to listen to a fragment of an orchestra concert for about two or three minutes.

ACTIVITIES REVISION We will review the concepts of the previous unit about the musical notes (duration, height and intensity), and they will play the notes with the flute.

WARM UP Students will have to say what instruments they know, if they know ACTIVITIES the different families of instruments that exist, and if they could tell the instruments that correspond to each family.

MAIN ACTIVITIES The students will listen to several fragments interpreted by different instruments, they should classify them. They must say what instrument it is and the family it belongs.

Then, in pairs, they will compare their answers. In this part, we will also make comparisons between different instruments, if they are more severe, sharper, bigger, smaller.

The students, in small groups, will search information on internet about the families of instruments to collect ideas, because then,

individually, they should make a conceptual map with the different families and some examples of instruments of each family.

WANT TO KNOW Students will have to identify the parts of different instruments.

REINFORCEMENT Students will have to order a series of instruments from high to low.

ASSESSMENT HETERO  Know the sound characteristics of musical instruments.  Recognize instrumental families according to their sound attributes.  Understand the contents in English and ask questions in English.

INITIAL  Active and respectful listening.

CONTINUOUS  Read the notes in treble clef.  To do exercises that integrate the basic knowledge acquired in the unit.  Identify the main concepts discussed in this unit.

FINAL  To play a simple score with the flute.  To make a conceptual map with the different families of instruments.  Multiple choice questionaire.

SELF-ASSESSMENT  Research information in groups and summarize it.

REFLECTIONS MATERIALS PRIMARY  Audio player.  Computer.  Internet.  Musical instruments.

SECONDARY  Flute.

OTHERS RESOURCES PRIMARY Multiple choice questionaire.

SECONDARY OTHERS Cross Curricular Learning Unit(s) Unit 5: The musical instruments Observations

ABSTRACT

In previous units we’ve studied some of the basic elements of music. But we mustn’t forget that we need "objects" that allow us to interpret it; musicians need musical instruments to produce sound.

Musical instruments have existed since ancient ages; the first instruments were very rudimentary, but over time they have been evolving and perfecting themselves, until they acquire the aspect with which we know them today.

In this unit you will learn to identify, visually and aurally, the most important musical instruments, how they produce the sound, their classification and the most common instrumental groups.

CONTENT1

Instrument Families

When we talk about musical instruments, we often talk about them as being part of a family. That's because, just like in human families, the instruments in a particular family are related to each other. They are often made of the same types of materials, usually look similar to one another, and produce sound in comparable ways. Some are larger and some are smaller, just as parents are bigger than children.

The String Family

When you look at a string instrument, the first thing you'll probably notice is that it's made of wood, so why is it called a string instrument? The bodies of the string instruments, which are hollow inside to allow sound to vibrate within them, are made of different kinds of wood, but the part of the instrument that makes the sound is the strings, which are made of nylon, steel or sometimes gut. The strings are played most often by drawing a bow across them. The handle of the bow is made of wood and the strings of the bow are actually horsehair from horses' tails! Sometimes the musicians will use their fingers to pluck the strings, and occasionally they will turn the bow upside down and play the strings with the wooden handle.

The strings are the largest family of instruments in the orchestra and they come in four sizes: the violin, which is the smallest, viola, cello, and the biggest, the double bass, sometimes called the contrabass. The smaller instruments, the violin and viola, make higher-pitched sounds, while the larger cello and double bass produce low rich sounds. They are all similarly shaped, with curvy wooden bodies and wooden necks. The strings stretch over the body and neck and attach to small decorative heads, where they are tuned with small tuning pegs.

The Woodwind Family

The instruments in this family all used to be made of wood, which gives them their name. Today, they are made of wood, metal, plastic or some combination. They are all basically narrow cylinders or pipes, with holes, an opening at the bottom end and a mouthpiece at the top. You play them by blowing air through the mouthpiece (that's the "wind" in "woodwind") and opening or closing the holes with your fingers to change the pitch. Metal caps called keys cover the holes of most woodwind instruments.

1 Content extracted from: http://www.orsymphony.org/edu/instruments/strings.aspx 13

The mouthpieces for some woodwinds, including the clarinet, oboe and bassoon, use a thin piece of wood called a reed, which vibrates when you blow across it. The clarinet uses a single reed made of one piece of wood, while the oboe and bassoon use a double reed made of two pieces joined together. Just as with the stringed instruments, the smaller woodwinds play higher pitches while the longer and larger instruments play the lower notes. The woodwind family of instruments includes, from the highest sounding instruments to the lowest, the piccolo, flute, oboe, English horn, clarinet, E-flat clarinet, bass clarinet, bassoon and contrabassoon.

The Brass Family

If you think the brass family got its name because the instruments are made of brass, you're right! This family of instruments can play louder than any other in the orchestra and can also be heard from far away. Although their early ancestors are known to have been made of wood, tusks, animal horns or shells, today's modern instruments are made entirely of brass. Brass instruments are essentially very long pipes that widen at their ends into a bell-like shape. The pipes have been curved and twisted into different shapes to make them easier to hold and play.

Like the woodwind family, brass players use their breath to produce sound, but instead of blowing into a reed, you vibrate your own lips by buzzing them against a metal cup-shaped mouthpiece. The mouthpiece helps to amplify the buzzing of the lips, which creates the sound. Most brass instruments have valves attached to their long pipes; the valves look like buttons. When you press down on the valves, they open and close different parts of the pipe. You change the pitch and sound by pressing different valves and buzzing your lips harder or softer. The brass family members that are most commonly used in the orchestra include the trumpet, French horn, trombone, and the tuba.

The Percussion Family

The percussion family is the largest in the orchestra. Percussion instruments include any instrument that makes a sound when it is hit, shaken, or scraped. It's not easy to be a percussionist because it takes a lot of practice to hit an instrument with the right amount of strength, in the right place and at the right time. Some percussion instruments are tuned and can sound different notes, like the xylophone, timpani or piano, and some are untuned with no definite pitch, like the bass drum, cymbals or castanets. Percussion instruments keep the rhythm, make special sounds and add excitement and color. Unlike most of the other players in the orchestra, a percussionist will usually play many different instruments in one piece of music. The most common percussion instruments in

14 the orchestra include the timpani, xylophone, cymbals, triangle, snare drum, bass drum, tambourine, maracas, gongs, chimes, celesta and piano.

GLOSSARY (A – Z)2 bell noun bel 1. a hollow metal cup, often of bronze, which makes a ringing sound when struck by a hard object such as a clapper. 2. the flared opening of a musical brass or wind instrument, where the sound emerges. bow noun bo 1. a weapon, used for shooting arrows, made of a curved strip of wood or other material with a cord stretched taut between the two ends. 2. a long, thin piece of wood with horsehairs stretched between the ends, used for playing the violin and other stringed instruments. brass noun braes 1. (often plural) a wind instrument usually made of brass, such as a trumpet or horn. 2. (plural) the group of players of brass instruments within an orchestra or band. chime (chimes) noun chaIm 1. (usually plural) a set of tuned bells or other resonating objects that produce musical tones when struck. 2. a bell, or the sound of a bell. double-reed adjective duh bəl rid 1. of, pertaining to, or designating any woodwind instrument that sounds by means of a pair of reeds that vibrate against each other.

French horn noun french horn 1. a brass wind instrument that consists of a long coiled tube with a funnel-shaped mouthpiece, three valves, and a flaring bell at the end.

2 Created by using Wordsmyth 16 mouthpiece noun maUth pis 1. a part or extension of any apparatus, used in connection with the mouth, to transmit air, speech, sound, or the like. orchestra noun or kə strə 1. a group of musicians who play various instruments and perform together. percussion noun pər kuh shən 1. collectively, musical instruments, such as drums or cymbals, that produce sound when struck; percussion instruments. piccolo noun pI kə lo 1. a small flute with a pitch that is an octave higher than that of the standard flute. pipe noun paIp 1. a usually cylindrical tube of metal, plastic, wood, animal or plant tissue, or other material, through which a gas or liquid may flow. 2. (sometimes plural) any of several musical instruments composed of one or several tubes that produce notes when air is blown through. 3. a single tube of such an instrument, as of a pipe organ. reed noun rid 1. a small, flexible strip made of cane or metal that is set into the mouthpiece of a musical instrument, and through which the player blows to produce a sound vibration. string noun strIng 1. a tightly stretched cord or wire on a musical instrument that produces a sound when plucked or bowed. 2. (plural) musical instruments that have such cords or wires.

17 valve noun vaelv 1. in musical instruments such as the trumpet, a finger-controlled plunger that can rapidly cut off or lengthen the air column through the instrument to change the pitch sounded. woodwind noun wUd wInd 1. any of a group of musical wind instruments, including clarinets, flutes, oboes, bassoons, and sometimes saxophones, that were originally made of wood. 2. (plural) the section of an orchestra or band made up of these instruments.

INDEX

B bass drum ...... 14 bassoon...... 14 Brass ...... 14

C cello ...... 13 clarinet...... 7, 10, 14 cymbals...... 14

D double bass ...... 13

English horn ...... 14

F flute ...... 7, 8, 9, 10, 11, 14 French horn ...... 14

I instrumental families ...... 7, 8, 10, 11

M mouthpiece ...... 13, 14 musicians...... 12, 13

O oboe ...... 7, 10, 14 orchestra ...... 7, 10, 13, 14

Percussion ...... 7, 10, 14 piano ...... 14 piccolo ...... 7, 10, 14 pitches ...... 14

R reed ...... 14

S staff ...... 7, 9

String ...... 7, 10, 13

T tambourine ...... 7, 10, 15 timpani ...... 14 triangle ...... 15 trombone...... 7, 10, 14 trumpet...... 7, 10, 14 tuba ...... 14

V vibrate ...... 13, 14 viola ...... 13 violin ...... 13

W wind ...... 7, 8, 10, 13 Woodwind ...... 13

X xylophone ...... 14

APPENDIXES

SELF-ASSESSMENT

My CLIL unit has been designed to work the musical instruments with the students of the first year of secondary school. In this way they will work the contents of the unit as well as English and ICT. For all of this, I have designed the objectives and contents to be worked, and the activities to develop such content.

In my opinion, making this unit has not been easy, because my knowledge in ICT is not very high, and I have had to learn to use new tools such as Scribus, or some other tools in Word and HTML. However, I believe that all these tools can be useful for me in the future as a high school teacher.

DOUBLE BLIND PEER REVIEW

FIRST REVIEWER

SECOND REVIEWER

Research Best Practices University of Valencia http://www.uv.es/clil Copyleft 2016